Our Amazing Team is...
Brad Kelly (Priory Park), Heather Galoska (Ottawa Cres.), Chris Popofski (Sir Isaac Brock), and Natasha Skerritt (Ponsonby)
"What I like in a good author is not what he says, but what he whispers." - Logan Pearsall Smith
Inferring - The Mysteries of Harris Burdick
Lesson Study
"Reading between the lines"
TEACHING FOCUS
The main focus of our lesson is to have students infer a story from a picture.
Throughout this lessons, students will learn how to make inferences about:
characters in the picture or text
the setting
how characters feel and how these feelings might change as the text develops;
possible implied results of actions and/or events;
the mood the author is trying to create;
Students will support their responses by connecting ideas in pictures and texts to their own knowledge and experience, to other familiar texts, and to the world around them.
The level of thinking when making inferences and the complexity of the inferences will depend on students’ level of ability. The teacher constantly uses questions and prompts to promote critical thinking, the use of prior knowledge, and reflection about and beyond the text.
RATIONALE
Why am I teaching these lessons?
Students need to be taught how to go beyond the literal meaning of a text and form ideas about aspects of the text that are not explicitly stated – that is, make inferences on the basis of what they read "between the lines".
We have chosen to begin with a ‘picture’ to help us determine the students prior knowledge and level of comfort regarding inferencing.
We are hoping that a focus on inferencing in reading we will improve reading EQAO scores. Teaching students to think about their reading enables them to become better readers and more critical learners.
ASSESSMENT
How will I know when my students are successful?
The teacher will engage in assessment before, during, and after teaching using a variety of strategies – e.g., observation, reviewing student work. Throughout the series of lessons, students will be given feedback on their strengths, weaknesses, and what to do to improve. The information gained from feedback lets the teacher determine the amount of instruction and practice needed before moving to assessment of independent reading and inferencing.
PRIOR KNOWLEDGE
What prior knowledge do my students need in order to be successful with the focus of these lessons?
Prior to these lessons, students need to have had experiences with:
• working definition of inferring
• working cooperatively in pairs and small groups
use of processing skills
use of critical thinking processes
organizational skills, e.g. using a graphic organizer
Note: The amount of time spent on the following lessons will depend on the time allocated to the reading block, the needs of the students, and the length of the texts being used.
OVERALL EXPECTATIONS
Which expectations will I address?
Reading
Overall
1. students will read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;Specific
1.5 students will use stated and implied ideas in texts to make inferences and construct meaning and1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them and
MATERIALS/PREPARATION FOR TEACHING
What do I need to have, know, and be able to do before I can begin these lessons?
• Technology Equipment; smart board, projector, laptop, clickers
Notebook 10 - Smart board lesson
quotation slide "A picture is worth a thousand words" (Chinese Proverb)
slide of picture of "The House on Maple Street"
slide of OWI organizer with small picture for modeled lesson
Each group will get a picture of one of Chris Van Allsburg’s photo’s and the O.W.I. organizer, markers,
make sure that the selected resources have topics of interest to students and that students have enough background knowledge and experience to analyze critically the topic being presented
DIFFERENTIATED INSTRUCTION
How can I ensure that I am meeting the needs of all my students?
• Form pairs and groups based on individual needs, strengths, and weaknesses.
• Use texts with limited print and much visual support for students
• Adjust the content of small-group guided lessons for the achievement level of the students in each group.
group students so that students struggling will have peer support
• Provide additional teacher-guided support as appropriate (e.g., read the text to the students and then with the students).
ASSESSMENT BEFORE TEACHING
Tell students that you want to find out what they already know about making inferences.
Discussion about quotation "A picture is worth a thousand words", What does it mean? What are they talking about? What should we look for?
Connect knowledge about inferences "How do we make inferences with pictures?
INTRODUCTION OF THE STRATEGY
Explain to students that they will be taught how to make inferences – that is, go beyond the literal meaning to form ideas about aspects of the text that are not explicitly stated. Tell them that making inferences will help them understand better what they read and see, since they will be able to make judgements and draw conclusions using implied as well as stated evidence. Making inferences will also give them opportunities to apply background knowledge and experiences to their reading.
MODELED LESSON WHOLE CLASS/ TEACHER DIRECTED INSTRUCTION
• Present a large picture to the class, on the smart board, and think aloud about the inferences that could be made from the picture. If students seem to be understanding gradually release responsibility from the teacher and have students come up to the smart board and share their ideas about inferences. Include inferences about:
what characters might be involved;
the setting of the picture;
what actions some of the characters might take and why;
how characters might feel;
possible results of actions that are not illustrated;
the mood the artist is trying to create;
the artist’s intent when creating the picture.
• Read the text that accompanies the photo
"The House on Maple Street; It was a perfect lift-off"
- Elbow buddies, Think Pair Share
- Does this change our inferences?
- How does that change our inferences?
• Organizer
This is a good way to show our thoughts
condense ideas
complete the organizer on the smart board, begin with the teacher filling in points and then have students add their thoughts to the smart board
ASSESSMENT DURING TEACHING
STOP AND HAVE STUDENTS EVALUATE OUR LESSON
Do you feel you are ready to tackle your own photo?
• Provide feedback to students to help them improve their ability to make inferences.
GROUP WORK
Students will be placed in small groups, each group will receive their own photo from "The Mysteries of Harris Burddick". They will then work collaboratively to complete the O.W.I graphic organizer on chart paper.
• Bring the class together and have students share their inferences.
use a timer on the smart board to show students the amount of time they have to work as a group
SHARING
as groups present, have the students make connections between photos that other groups talked about, life experiences, and texts that have read
students will share their chart paper with the class
each groups picture will be shown to the whole class on the smart board
people they have met who were like one of the characters;
make connections between the illustration and places they have been
STOP AND HAVE STUDENTS EVALUATE THE LESSON
Using the clickers have students answer questions to help evaluate the answer.
Questions
Do you feel that you have a better understanding of inferencing? (Yes/No)
What was best part of the lesson?
quote "A Picture is Worth a Thousand Words"
Pictures
Mr. Popofski’s modelling of how to complete OWI organizer
group work
What could have improved this lesson?
Laptops for the organizer
More examples on the Smart board
Working independently instead of in a group
Were you engaged in this lesson? (Yes/No)
How would you describe this lesson? You may choose as many answers as you wish.
boring
interesting
fun
easy
hard
just right
Interview a select number of students.
How did the technology help you to learn about inferring?
How do you like having the smart board in your class?
ASSESSMENT AFTER TEACHING
• Look at group organizers, Assess students’ notes to determine their level of understanding and the need for further teaching. Record the names of any students who are having difficulty completing the task. Group them together for a small-group, teacher-directed guided lesson.
• Provide feedback to students to help them improve their ability to make inferences.
REFLECTION
Students
• Did I go beyond the literal meaning of the illustration and make inferences about what was not stated?
• How successful was I in making inferences?
• Am I able to connect my reading to other illustrations, texts and my personal experiences?
Do I have a better understanding of the what is happening in the illustration because I have made inferences?
• What strategies helped me to infer?
Teacher
• Were students able to make successful inferences?
• Do students need further instruction in this strategy?
• Are students having difficulty with other reading strategies?
Here is the Reflection Piece. Please make appropriate changes.
Our Amazing Team is...
Brad Kelly (Priory Park), Heather Galoska (Ottawa Cres.), Chris Popofski (Sir Isaac Brock), and Natasha Skerritt (Ponsonby)
"What I like in a good author is not what he says, but what he whispers." - Logan Pearsall Smith
Inferring - The Mysteries of Harris BurdickLesson Study
"Reading between the lines"
TEACHING FOCUS
The main focus of our lesson is to have students infer a story from a picture.
Throughout this lessons, students will learn how to make inferences about:
Students will support their responses by connecting ideas in pictures and texts to their own knowledge and experience, to other familiar texts, and to the world around them.
The level of thinking when making inferences and the complexity of the inferences will depend on students’ level of ability. The teacher constantly uses questions and prompts to promote critical thinking, the use of prior knowledge, and reflection about and beyond the text.
RATIONALE
Why am I teaching these lessons?
Students need to be taught how to go beyond the literal meaning of a text and form ideas about aspects of the text that are not explicitly stated – that is, make inferences on the basis of what they read "between the lines".
We have chosen to begin with a ‘picture’ to help us determine the students prior knowledge and level of comfort regarding inferencing.
We are hoping that a focus on inferencing in reading we will improve reading EQAO scores. Teaching students to think about their reading enables them to become better readers and more critical learners.
ASSESSMENT
How will I know when my students are successful?
The teacher will engage in assessment before, during, and after teaching using a variety of strategies – e.g., observation, reviewing student work. Throughout the series of lessons, students will be given feedback on their strengths, weaknesses, and what to do to improve. The information gained from feedback lets the teacher determine the amount of instruction and practice needed before moving to assessment of independent reading and inferencing.
PRIOR KNOWLEDGE
What prior knowledge do my students need in order to be successful with the focus of these lessons?
Prior to these lessons, students need to have had experiences with:
• working definition of inferring
• working cooperatively in pairs and small groups
use of processing skills
use of critical thinking processes
organizational skills, e.g. using a graphic organizer
Note: The amount of time spent on the following lessons will depend on the time allocated to the reading block, the needs of the students, and the length of the texts being used.
OVERALL EXPECTATIONS
Which expectations will I address?
Reading
Overall
1. students will read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;Specific
1.5 students will use stated and implied ideas in texts to make inferences and construct meaning and1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them and
MATERIALS/PREPARATION FOR TEACHING
What do I need to have, know, and be able to do before I can begin these lessons?
• Technology Equipment; smart board, projector, laptop, clickers
Notebook 10 - Smart board lesson
quotation slide "A picture is worth a thousand words" (Chinese Proverb)
slide of picture of "The House on Maple Street"
slide of OWI organizer with small picture for modeled lesson
Each group will get a picture of one of Chris Van Allsburg’s photo’s and the O.W.I. organizer, markers,
make sure that the selected resources have topics of interest to students and that students have enough background knowledge and experience to analyze critically the topic being presented
DIFFERENTIATED INSTRUCTION
How can I ensure that I am meeting the needs of all my students?
• Form pairs and groups based on individual needs, strengths, and weaknesses.
• Use texts with limited print and much visual support for students
• Adjust the content of small-group guided lessons for the achievement level of the students in each group.
group students so that students struggling will have peer support
• Provide additional teacher-guided support as appropriate (e.g., read the text to the students and then with the students).
ASSESSMENT BEFORE TEACHING
Tell students that you want to find out what they already know about making inferences.
Discussion about quotation "A picture is worth a thousand words", What does it mean? What are they talking about? What should we look for?
Connect knowledge about inferences "How do we make inferences with pictures?
INTRODUCTION OF THE STRATEGY
Explain to students that they will be taught how to make inferences – that is, go beyond the literal meaning to form ideas about aspects of the text that are not explicitly stated. Tell them that making inferences will help them understand better what they read and see, since they will be able to make judgements and draw conclusions using implied as well as stated evidence. Making inferences will also give them opportunities to apply background knowledge and experiences to their reading.
MODELED LESSON WHOLE CLASS/ TEACHER DIRECTED INSTRUCTION
• Present a large picture to the class, on the smart board, and think aloud about the inferences that could be made from the picture. If students seem to be understanding gradually release responsibility from the teacher and have students come up to the smart board and share their ideas about inferences. Include inferences about:
what characters might be involved;
the setting of the picture;
what actions some of the characters might take and why;
how characters might feel;
possible results of actions that are not illustrated;
the mood the artist is trying to create;
the artist’s intent when creating the picture.
• Read the text that accompanies the photo
"The House on Maple Street; It was a perfect lift-off"
- Elbow buddies, Think Pair Share
- Does this change our inferences?
- How does that change our inferences?
• Organizer
This is a good way to show our thoughts
condense ideas
complete the organizer on the smart board, begin with the teacher filling in points and then have students add their thoughts to the smart board
ASSESSMENT DURING TEACHING
STOP AND HAVE STUDENTS EVALUATE OUR LESSON
Do you feel you are ready to tackle your own photo?
• Provide feedback to students to help them improve their ability to make inferences.
GROUP WORK
Students will be placed in small groups, each group will receive their own photo from "The Mysteries of Harris Burddick". They will then work collaboratively to complete the O.W.I graphic organizer on chart paper.
• Bring the class together and have students share their inferences.
use a timer on the smart board to show students the amount of time they have to work as a group
SHARING
as groups present, have the students make connections between photos that other groups talked about, life experiences, and texts that have read
students will share their chart paper with the class
each groups picture will be shown to the whole class on the smart board
people they have met who were like one of the characters;
make connections between the illustration and places they have been
STOP AND HAVE STUDENTS EVALUATE THE LESSON
Using the clickers have students answer questions to help evaluate the answer.
Questions
Do you feel that you have a better understanding of inferencing? (Yes/No)
What was best part of the lesson?
quote "A Picture is Worth a Thousand Words"
Pictures
Mr. Popofski’s modelling of how to complete OWI organizer
group work
What could have improved this lesson?
Laptops for the organizer
More examples on the Smart board
Working independently instead of in a group
Were you engaged in this lesson? (Yes/No)
How would you describe this lesson? You may choose as many answers as you wish.
boring
interesting
fun
easy
hard
just right
Interview a select number of students.
How did the technology help you to learn about inferring?
How do you like having the smart board in your class?
ASSESSMENT AFTER TEACHING
• Look at group organizers, Assess students’ notes to determine their level of understanding and the need for further teaching. Record the names of any students who are having difficulty completing the task. Group them together for a small-group, teacher-directed guided lesson.
• Provide feedback to students to help them improve their ability to make inferences.
REFLECTION
Students
• Did I go beyond the literal meaning of the illustration and make inferences about what was not stated?
• How successful was I in making inferences?
• Am I able to connect my reading to other illustrations, texts and my personal experiences?
Do I have a better understanding of the what is happening in the illustration because I have made inferences?
• What strategies helped me to infer?
Teacher
• Were students able to make successful inferences?
• Do students need further instruction in this strategy?
• Are students having difficulty with other reading strategies?
Here is the Reflection Piece. Please make appropriate changes.